CHLD 252-01-1248: INTRODUCTION TO CHILD DEVELOPMENT

 
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CHLD 252-01-1248: INTRODUCTION TO CHILD DEVELOPMENT
CHLD 252-01-1248: INTRODUCTION TO CHILD DEVELOPMENT
                        Spring 2021 COURSE SYLLABUS

Instructor: Jennifer Swisher, MSW
Office: Zoom via Blackboard Learn (BBL)
Email: jkswisher@csuchico.edu, please use Class Email in Blackboard Learn.
Office Hours: Thursdays 12:30-1:30 PM and by appointment
Class Days: Tuesday (synchronous instruction) & Thursday (asynchronous instruction)
Class Time: 8:00-9:15am (Tuesdays)
Class Location: Zoom Room titled, “CHLD 252 Weekly Lecture” in Blackboard Learn (BBL)

Course Description:
This is a broad-based introductory lecture course that surveys child development from a
multidisciplinary scientific perspective. Multiple theoretical and practical aspects of development
are presented and examined within a multicultural context. Development from birth through
emerging adulthood is explored in three primary areas, or domains: physical, cognitive and socio-
emotional. This is not a course on parenting or how to properly raise a child, although there is
considerable discussion of concepts relevant to this. Instead, the course is concerned primarily
with historical and contemporary scientific theory and research on human development from
conception through adolescence. This includes specific biological and environmental influences
on development, addressing the longstanding debate of whether nature or nurture has the more
powerful influence on human development. Additionally, the psychological and socio-cultural
influences on development will be considered. Finally, diversity issues around children’s identity,
language development, inequity, access, and family patterns and practices are explored with an
emphasis on identifying and challenging biases.

This course is in several Lower Division General Education pathways including Diversity Studies
and Great Books and Literature and meets the (E) Lifelong Learning requirement.

Required Text & Materials:
Arnett, J. J., & Jensen, L. A (2020). Child development: A cultural approach (3rd Ed.). Boston,
   MA: Pearson Education, Inc. [ISBN-13: 9780135163535]
CHLD 252: Child Development                                                              Spring 2021

The textbook listed above (make sure to match the ISBN) includes access to a fully mobile online
platform consisting of the required text and interactive materials (REVEL and My Virtual Child).
You may purchase the digital access code for the program instantaneously from the Pearson
website or purchase a hard copy of the access code from the Wildcat Bookstore or other online
vendors. Please note that the quickest way to purchase the digital access codes is to get it
from the Pearson website directly.

                                       How to sign up for Revel

1. Go to this course in Blackboard Learn (BBL) and locate the heading “Content,” then find the
   subheading “Revel,” and open it. Next select link “Open Pearson.”

2. Sign in to your Pearson Account or create one.

3. Redeem your access code or purchase instant access online.
(Temporary access option for financial aid is also available.)

Course Format:
The course is based on the philosophy that active engagement with the material fosters quality
learning. There will be opportunities for naturalistic observations, in-class discussion, in- and out-
of-class activities, reflection about the information being presented, and group work. Attendance
and participation are crucial to the learning process and demonstrate respect both for your professor
as well as fellow students. Students are encouraged to think about (rather than simply memorize)
the concepts and issues presented in class in order to integrate and synthesize the information. The
exams will be given online, with the exception of Unit 3 Exam/Final Exam Activity

Grading:
This course has a possible 530 points and grades will be assigned as follows based on
completion of the course requirements outlined in the next section. Please note that a 60%
constitutes a passing grade in this course. Students are referred to the CSUC Grading Policy
                                     93-100%       =A              90-92%      = A-
            87-89%        = B+       83-86%        =B              80-82%      = B-
            77-79%        = C+       73-76%        =C              70-72%      = C-
            67-69%        = D+       60-66%        =D              0-59%       =F

 Course Requirements:                                                                       Points
      1.    Exams (300 points): Three 100-point non-cumulative exams will be completed.
            Dates are noted in the class schedule. The first two exams will consist of 50
            multiple choice and true/false questions drawn from text, lectures, and in-class 300
            activities. The Unit 3 Exam/Final Exam Activity will include an in-class portion
            that will occur during our synchronous meeting during Finals Week and an
            online portion that will be available this same week. The use of books, notes and
            other class materials is acceptable and encouraged; however, these will be timed
            (75 minutes) and students must be prepared (e.g., completed readings and have
            studied) in order to finish within the time constraints. Students also must
            complete exams by themselves, without help from peers. Any unauthorized
            collaboration with peers on exams will count as academic dishonesty, and result
            in students involved receiving a 0 on the exam.
      2.    REVEL Activities and Quizzes (100 points): This fully mobile online               100
            resource will contain readings, activities, and chapter quizzes. There are 12
            chapters and each score earned will be averaged. This will translate into points
CHLD 252: Child Development                                                                  Spring 2021

 Course Requirements:                                                                            Points
            for this area. For example, if someone earns an overall average of 92% on all
            12 chapters, they earned 92 of the 100 points possible for this course
            requirement. The chapter activities and quizzes have completion dates listed
            on the class schedule; these are soft due dates. It is recommended that these
            readings, activities, and quizzes be completed on time. Late work in Revel will
            be accepted at 50% credit.

      3.    My Virtual Child Activities (80 points): Accessed through Revel, the My
            Virtual Child Assignment allows for exploration of issues related to Child
            Development by raising a virtual child. At four points throughout the course,
            you will be expected to have raised your child to a certain age and complete
            reflection essay (questions available via BBL). A typed, double-spaced, copy 80
            will be submitted via Turnitin. It is expected these responses will be ~2 pages
            in length.

            Please note that simply raising the child to the expected age will earn you NO
            points. To earn points for My Virtual Child:
            1) Raise the child till EXPECTED age before completing essay (0 points if
                virtual child is less than expected age, even if you turn in the essay on BBL)
            2) Write a reflection essay answering the prompt on BBL and submit via
                TurnItIn before deadline.

      4.    Class activities (30 points): Individual activities related to course material will 30
            be occur throughout the semester. There will be Thursday student work
            assignments individually assigned and completed through BBL.

      5.    Participation/Attendance (10 points): We only have 16 class meetings and             10
            this includes our Final Exam Activity. Attendance and participation in our
            Tuesday synchronous instruction is crucial to your success. Contributing class
            discussion, class polls, and learning activities is important, and consistent
            absences will negatively impact a student’s ability to earn these points. In
            addition to the 10 points possible, 5 Extra credit points can be earned by
            attending all class meetings.

                                                                                      Total: 530

How to Contact your Professor:
Office hours are available without an appointment on a first come, first served basis. You may
contact me to arrange an appointment if you cannot make the office hours. The best way to contact
me is via EMAIL in BBL.

What is expected of students in regards to participation and attendance for this course: We
will meet synchronously in our class’s Zoom room on Tuesdays from 8:00 to 9:15 AM. I will
lecture, we will have group discussions, and also watch course related media content. Our class
Zoom Room is titled, “CHLD 252 Weekly Lectures,” and is accessible in BBL within the Content
Area, Communication. Thursdays are asynchronous instruction, and there will not be a class
meeting. Please check the Weekly Content Folder for each week information about student work
for Thursdays. Please note Unit 1 and 2 Exams will be available from after class ends on Tuesdays
until the end of the day (11:59 PM) on Thursdays.
CHLD 252: Child Development                                                       Spring 2021

How to Access Course Materials:
Throughout this course we will be using two major online platforms: BBL and REVEL (which
includes My Virtual Child).

Blackboard Learn (BBL): Our class Zoom room for synchronous instruction, my office hour
Zoom room, the syllabus, our class schedule, weekly content folders, Turnitin links for
some assignments and Exams will be available on BBL. You are responsible for regularly
checking BBL and emails. Plan to log in on Tuesdays for our synchronous class meetings in our
Zoom Room, “CHLD 252 Weekly Lectures,” from 8:00 to 9:15 AM, attendance and participation
is required.

REVEL: REVEL is a fully mobile online platform consisting of the required text and interactive
materials. Readings, assignments, and videos will be located here. An audio version of the text
is available online as well (i.e., you can opt to have the text read to you).

Follow these instructions for signing up to REVEL:

    1. Go to this course in Blackboard Learn (BBL) and locate the heading “Content,” then find
       the subheading “Revel,” and open it. Next select link “Open Pearson.”

    2. Sign in to your Pearson Account or create one.

    3. Redeem your access code or purchase instant access online. (Temporary access option for
    financial aid is also available.)

My Virtual Child: (Situated within REVEL) We will be using the My Virtual Child online
module, in which you raise a virtual child. This is located within the REVEL account. This
simulation allows you to experience the development of your “child” from birth through age 18.
This experience will allow us to explore major concepts in the course including incorporation of
theories you’re learning about, typical events occurring in certain developmental periods, and
controversies that may exist. You will be making decisions at certain points, you will reflect on
decisions and outcomes, and we will discuss in class. There will be due dates associated with
certain events. This will be an integral part of our class-based activities and discussions.

Course and University Policies:
Make-up Exams, Late Work, and Missing Work: Make-up exams are allowed only at the
discretion of the professor, IF the student has a compelling reason for missing the exam as
scheduled AND has contacted the professor prior to the scheduled test. If the professor
agrees, a new “due” date will be assigned by which the exam must be completed. Late work
will be penalized 10% per day late, (after 48 hours or 2 days, late work will not be accepted).
Missed in-class activities CANNOT be made up and will earn the student a “0”.

Late Arrivals, Early Departures and Missed Class: Late arrival to class is distracting and should
be avoided; consistent or excessive tardiness (more than three times) will also result in a
lowering of your grade. Likewise, getting up in the middle of class or leaving early is equally
distracting and disruptive. Attendance is crucial and students who miss more than three
synchronous classes may be dropped from the course. Points earned for attendance and in-class
activities cannot be made up. Notifying the professor that class will be missed does not, by
default, constitute an “excused absence”.
CHLD 252: Child Development                                                         Spring 2021

Cell Phones & Electronic Devices: As we learn online, it may be tempting to tend to other tasks,
check social media, or work on class assignments for our class or perhaps another one. During
our weekly synchronous class meeting, your undivided attention is necessary and expected.

Student Professional Behavior: Behavior standards and the Student Code do not change when
the learning environment does. Students should understand that failure to follow appropriate
policy during class will result in their removal from the Zoom classroom and a referral to the
Student Conduct, Rights, and Responsibilities. The campus is a professional setting. Please treat
it as such by following standards for professional and ethical behavior in our and when
communicating with fellow students and your professor. This includes engaging in mutual
respect and cooperation, as well as following course policies. In this course we will be
addressing some topics related to diversity and bias. A critical component of this exploration is
respect of other students’ opinions and a goal of these activities is to continue the development
of skills for communication and collaboration with those who may be different from yourself. If
you have any questions about what constitutes professional behavior, please feel free to ask.

Literacy Requirements: All major writing assignments will be graded for literacy, spelling and
grammar. Please read in the University Catalog regarding the University’s literacy requirements.
A substantial amount of the grade related to these assignments will be related to the legibility of
your paper. Proofreading is ESSENTIAL. If you have difficulties with spelling or grammar,
please take advantage of campus resources (such as the Student Learning Center—see below,
OR the Child Development Writing Tutors—ask about hours).

Academic Integrity: Students are expected to abide by the University policies for academic
honesty and integrity. Academic integrity is defined as “a commitment, even in the face of
adversity, to five fundamental values: honesty, trust, fairness, respect, and responsibility.” It is
the expectation that students 1) know and understand the University’s definitions of and
policies on cheating, plagiarism, and misuse of sources, 2) bear full responsibility for content
and integrity of all academic work submitted, 3) uphold the academic standards of the
University, including reporting suspected occurrences of cheating, plagiarism or other forms of
academic dishonesty to the professor. All written work is to be individually produced unless
otherwise noted in the assignment. Copying another student’s work of any kind, helping another
student cheat, cheating on an exam or quiz ( i n c l u d i n g o n l i n e e x a m s ) or having
unauthorized access to test material and assignments constitutes violations, which bear serious
consequences (this would include fabricating information about observations that did not
actually occur). Plagiarism is the use of the written work of others (either direct copies or close
paraphrases) as one’s own original work. If quotations and/or passages from other works are
used in papers, they must be accorded the proper citation in order to avoid any
misunderstandings about plagiarism. When there is evidence suggesting that a student has
committed plagiarism, copied the work of others, allowed others to copy their work, cheated on
an exam, altered class material or scores, or has inappropriate possession of exams, or sensitive
material, the incident will be investigated by Student Judicial Affairs. The consequences for
academic dishonesty are severe. If you have any questions regarding these policies/issues please
see me or access the Student Judicial Affairs website at www.csuchico.edu/sjd.

Title IX Confidentiality and Mandatory Reporting: As a Chico State instructor, one of my
responsibilities is to help create a safe learning environment for students. It is my goal that you
feel able to share information related to your life experiences in classroom discussions, in your
written work, and in our one-on-one meetings. I will seek to keep information you share private
CHLD 252: Child Development                                                       Spring 2021

to the greatest extent possible. However, I am required to share information regarding sexual
misconduct with the University. Students may speak to someone confidentially by contacting
the Counseling and Wellness Center (530-898-6345) or Safe Place (530-898-3030). Information
about campus reporting obligations and other Title IX related resources are available here: Title
IX.

Student Resources:
Disability Services: If you have a documented disability that may require reasonable
accommodation, please contact Accessibility Resource Center (ARC) for coordination of your
academic accommodations. They can be reached at ( 5 3 0 ) 898-5959. More information about
ARC services can be accessed at www.csuchico.edu/arc.
Student Computing: If you are in the Chico, CA area there are outdoor study spaces on the main
campus and the university farm with WIFI accessibility. Map of these locations can be accessed
here. Just click on the Services options on the left to find them.

Student Learning Center (SLC): The mission of the SLC is to provide services that will
assist students to become independent learners. The SLC prepares and supports students in their
college course work by offering a variety of programs and resources to meet student needs. The
SLC facilitates the academic transition and retention of students from high schools and
community colleges by providing study strategy information, content subject tutoring, and
supplemental instruction. Please visit www.csuchico.edu/slc. for more information.

Student Resources: Keep Learning: In order to support students during these challenging times,
the Keep Learning resource provides online tutorials, and tips and resources about technologies
and strategies for successful online learning.         Keep Learning can be accessed at
www.csuchico.edu/keep-learning.

COVID-19 Response: Please see the Combating COVID-19 Together website here for
information about COVID-19, steps to take if you or someone you know may have been
exposed, and other information regarding the campus response:
https://www.csuchico.edu/coronavirus/combatcovid.shtml

WellCat Counseling Center: College can be stressful. Free counseling services through the
campus Counseling Center are available to help with personal problems that might be interfering
with your academics, work, or overall wellbeing. If you or a friend is struggling, please access
this great resource. Hours for the Center are Monday-Friday from 8am-5pm with telehealth via
phone and zoom appointments continuing through this period of COVID-19 response (call 530-
898-6345 to schedule an appointment). You may also find additional information regarding their
services as well as links and resources addressing a variety of issues on the website:
www.csuchico.edu/counseling. Crisis services are also available 24-hours a day, 7 days a week
at (530) 898-6345 (press 2 to speak to a counselor). Additional crisis help can be found through
9-1-1, the National Suicide Prevention Lifeline (1-800-273-8255), and Butte County Behavioral
Health (1-800-334-6622 or 530-891-2810). Please don’t ever hesitate to reach out for help if you
or a friend are struggling.

Information about Food and Emergency Housing Resources Available to Students: CSU
Chico recognizes food and housing insecurity as a concern for many people. Students who have
difficulty securing adequate food or housing have long- and short-term resources available at
Chico State. Students are encouraged to contact the Center for Healthy Communities for
CHLD 252: Child Development                                                                      Spring 2021

assistance in applying for CalFresh benefits for long term assistance with food access. For
emergency food supplies, CalFresh application help, and emergency housing information,
students are encouraged to visit the Hungry Wildcat Food Pantry.

         1. Hungry Wildcat Food Pantry, SSC 196 Monday–Friday from 9:30am–12:30pm or by
         appointment for Grab-and-Go Bags (wear your mask and bring your ID). See the website
         for up-to-date information at: https://www.csuchico.edu/basic-needs/index.shtml

         2. The Center for Healthy Communities, CalFresh Outreach physical office is currently
         closed, however, they are setting up virtual appointments by emailing
         CalFreshHelp530@gmail.com. See the Center for Healthy Communities website for up-
         to-date information at: https://www.csuchico.edu/chc/index.shtml

Child Development Mission Statement:
Within the context of the broader university commitment to higher education, the Department
of Child Development offers opportunities for students to engage in the purposeful acquisition
and integration of child development theory, research, and practical field experience.
Specifically, the program centers on the foundations of child development (prenatal through
adolescence), assessing children and environments (developmental needs, behavioral guidance,
home, school, community); analyzing developmental contexts (including gender, ethnicity,
social class, family, peers, culture); applying critical thinking skills in personal and professional
settings; and influencing character and behavior.

Child Development Vision Statement:
Students in the Department of Child Development understand the development and
environments that affect children and families. Students apply this knowledge, personally, and
professionally, in a variety of settings, including human services and education. Faculty
facilitate students’ professional development by fostering collaborative learning environments
that integrate high-quality teaching, mentoring, promoting scholarly activities, guiding relevant
practical experiences, and modeling leadership. Graduates of the program are knowledgeable
and reflective professionals with field experience, who recognize and value the uniqueness and
diversity of children and families within and across multiple contexts.

Course Objectives & Contribution to the Child Development Major:
Upon completion of CHLD 252: Introduction to Child Development, the following course
objectives describe competencies that students will demonstrate after completion of the course.
For Child Development majors, the objectives of this course correspond to the following Student
Learning Objectives (SLO’s) as outlined by the Child Development Department:

                  SLO I:
            Foundations of Child       Students will apply the theoretical and empirical foundations of human
               Development             development.

                   SLO II:             Students will demonstrate knowledge of assessment issues and perform
                  Child and            qualitative and quantitative assessments of children and their environments.
               Environmental
            Assessment and Study

                  SLO III:             Students will demonstrate knowledge of the multiple environmental contexts
                Developmental          in which children grow and develop, and will be able to analyze systems that
                   Context             support children’s wellbeing.
CHLD 252: Child Development                                                                           Spring 2021

                  SLO I:
            Foundations of Child           Students will apply the theoretical and empirical foundations of human
               Development                 development.

                  SLO IV:                  Students will engage in professional behavior appropriate to the discipline in
               Professionalism             professional contexts.

                   SLO V:                  Students will apply critical thinking and scientific methods of thinking
              Critical Thinking            (including logical and empirical reasoning) to issues regarding children’s
                                           wellbeing.

            CHLD 252 Learning Objectives                                  …As Measured By...               SLO

  Describe physical, cognitive, and socio-emotional                       Exams,
  development       from     conception      through                      Activities,                         I, II
  adolescence, citing relevant theory and research.                       Written
                                                                          Assignments
  Demonstrate an understanding of competing                               Exams,
  theoretical perspectives of developmental                               Activities,                         I, III
  influences, particularly as they relate to the                          Written
  influences of nature and nurture.                                       Assignments
  Discuss the role of genetics and hereditary factors                     Exams,
  (including maturation) in the cognitive, behavioral,                    Activities,                         I, III
  and psychosocial development of children.                               Written
                                                                          Assignments
  Articulate an understanding of competing                                Exams,
  environmental influences on development.                                Activities,                         III
                                                                          Written
                                                                          Assignments
  Demonstrate a multi-level understanding of the
  influences of diversity issues in children’s identity                   Exams,                              I, III
  formation, including class systems, family patterns                     Activities,
  and practices, and impact of immigration within
  the influences of racism, sexism, classism,
  ableism, and ethnocentrism.
  Describe and discuss socio-cultural influences on                       Exams,
  development from the macro (cultural) to the micro                      Activities,                         I, II. III
  (intra-familial) systems.                                               Written
                                                                          Assignments

 General Education (GE) Student Learning Objectives (SLO’s): CHLD 252 is found in
 several Lower Division GE pathways including Diversity Studies and Great Books and
 Literature and meets the (E) Lifelong Learning requirement. The following SLO’s will be
 addressed through course activities.

 Diversity: An understanding of and facility with different intellectual viewpoints as well as the
 unique perspectives of others based on varied experiences, identities and social attributes.
 Students will demonstrate an understanding of and facility with different intellectual viewpoints
 as well as the unique perspectives of others based on varied experiences, identities and social
CHLD 252: Child Development                                                           Spring 2021

 General Education (GE) Student Learning Objectives (SLO’s): CHLD 252 is found in
 several Lower Division GE pathways including Diversity Studies and Great Books and
 Literature and meets the (E) Lifelong Learning requirement. The following SLO’s will be
 addressed through course activities.

 attributes.

 Active Inquiry: A spirit of curiosity to ask questions, seek answers, contemplate, and pursue
 investigations with intellectual rigor, incorporating appropriate information technology, while
 making connections between cognitive and personal development, both inside and outside
 traditional instructional settings. Students will demonstrate knowledge of and apply research
 techniques and information technology appropriate to the intellectual and disciplinary context.

 Critical Thinking: Student will identify issues and problems raised in written texts, visual
 media and other forms of discourse, and assesses the relevance, adequacy and credibility of
 arguments and evidence used in reaching conclusions.

 Written Communication: Student will demonstrate the ability to question, investigate and
 draw well-reasoned conclusions and to formulate ideas through effective written
 communication appropriate to the intended audience.

   Note: Changes in the syllabus are at the discretion of the instructor. Due dates are firm and are
    spaced across the semester. Assignments are due before the start of class on the day listed.
  Makeup exams will ONLY occur when a compelling reason is agreed upon AND the professor
    agrees to a make-up date. All readings are required to be completed by the date they appear.
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